PSY 200 Prevention Program Final Project Guidelines and Rubric
Overview
There are two major projects for this course.
Scenario/Case Study: This is a final project (with milestones) in which students will analyze a scenario of an individual dealing with an addiction in order to explore potential diagnoses that could apply and to articulate a treatment plan for the individual. The goal of this assignment is to understand how addictions impact the individual, family, community, and/or society.
This assessment will assess your mastery with respect to the following course outcomes:
- Evaluate major intervention techniques for their effectiveness in treating addictions
- Differentiate between the physiological and psychological effects of mood-altering substances on behaviors and mental processes
- Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
- Differentiate between the biological, environmental, and philosophical perspectives on addiction
Prevention Program: Students will design a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.
This assessment will assess your mastery with respect to the following course outcomes:
- Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
- Identify connections between historical milestones and contemporary approaches to addictions
Prevention Program Prompt
Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.
Below are the critical elements that must be addressed in this prevention program. Drawing on the some of the elements from Milestone One, provide a complete prevention program for an at-risk population.
- Identify the population that is at risk that will be the focus of this prevention
- Possible populations can include (this is not an all-inclusive list):
- Adult
- Senior
- Youth
- Adolescent
- Workplace
- Church member
- LGBT
- Identify the addiction and the impacts it has on the individual, family, workplace and
- Possible addictions can include (this is not an all-inclusive list):
- Alcohol
- Drugs
- Possible addictions can include (this is not an all-inclusive list):
- Gambling
- Tobacco
- Internet
- Possible impacts can include (this is not an all-inclusive list):
- Family conflict
- Financial issues
- Reduced productivity
- Loss of faith
- Reduced reputation and standing in the community
- Legal issues
- Loss of job
- Criminal charges
- Describe the history and social frameworks of this addiction and the at-risk
- What is currently in place with this at-risk population?
- For example: April is alcohol awareness month, and October is violence prevention
- What is currently in place with this at-risk population?
- Where is the best place to implement this program?
- Possible places can include (this is not an all-inclusive list):
- School
- Church
- Possible places can include (this is not an all-inclusive list):
- Community center
- Business
- Chamber of Commerce
- Provide information on the marketing and funding of the
- Possible marketing can include (this is not an all-inclusive list):
- Possible marketing can include (this is not an all-inclusive list):
- News
- Newspaper
- Blog
- Company newsletter
- How will you evaluate success of this prevention program?
- Surveys
- Questionnaires
- Before and after statistics
Milestones
Prevention Program Milestone One: Short Presentation
In Module Three, you will create a presentation in which you identify the population and addiction that you will be addressing with your prevention program. This milestone will be graded with the Prevention Program Milestone One Rubric.
Prevention Program Submission: Presentation
In Module Five, you will submit your final presentation, which should outline a small prevention program that could be implemented at a health fair, at a workplace, or in a school. This submission will be graded with the Final Presentation Rubric.
Final Presentation Rubric
Guidelines for Submission: The presentation should be a PowerPoint presentation to include 7–10 slides (not counting title slide and references slide) with speaker notes.
| Critical Elements | Exemplary (100%) | Proficient (85%) | Needs Improvement (55%) | Not Evident (0%) | Value |
| Identify the Population | Meets “Proficient” criteria and uses specific, relevant examples as to why this population is
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|
Identifies the at-risk population that will be the focus of the prevention program and
discusses why they are at risk |
Identifies the at-risk population, but lacks a mention of why they are at risk | Does not identify the at-risk population | 15 |
| Addiction: Identification | Meets “Proficient” criteria and utilizes specific and relevant examples on how the addiction
relates to the at-risk population |
Identifies the addiction that will be the focus of the prevention program and relates it to the at-
risk population |
Identifies the addiction, but there are gaps in how this addiction relates to the at-risk
population |
Does not identify the addiction | 15 |
| Addiction: Impact | Meets “Proficient” criteria and uses specific and relevant examples to substantiate the addiction’s impact on the at-risk
population |
Analyzes possible impacts of the addiction on the at-risk population. Supports this analysis with one peer-reviewed
article |
Analysis contains gaps between the addiction and how it impacts the at-risk population OR does not support analysis
with a peer-reviewed article |
Does not analyze the impacts of the addiction on the at-risk population | 15 |
| Addiction: History | Meets “Proficient” criteria and uses specific and relevant examples to relate the addiction to the at-risk population | Discusses the history of the addiction and how it relates to the at-risk population | Discusses the history of the addiction, but lacks a discussion of how it relates to the at-risk population, OR discusses how the addiction relates to the at- risk population, but does not provide a history of the addiction | Does not provide a history of the addiction | 15 |
| Addiction: Social Frameworks | Meets “Proficient” criteria and uses specific and relevant examples to relate the social frameworks of the addiction to
the at-risk population |
Analyzes the social frameworks of the addiction and relates them back to the at-risk population | Analyzes the social frameworks of the addiction, but analysis does not relate them back to the at-risk population | Does not analyze the social frameworks of the addiction | 10 |
| Implementation of the Program | Meets “Proficient” criteria and provides specific and relevant examples of why the location was chosen | Discusses where the program will be implemented and why this location was chosen | Discusses where the program will be implemented, but does not state why this location was chosen | Does not discuss where the program will be implemented | 10 |
| Marketing and Funding for the Program | Meets “Proficient” criteria and provides specific and relevant examples of how to implement the marketing and funding plan | Develops a marketing and funding plan for the prevention of the addiction and discusses ways to implement this plan | Develops a marketing and funding plan for the prevention of the addiction, but does not discuss ways to implement the plan | Does not develop a marketing and funding plan for the prevention program | 5 |
| Evaluation of Success | Meets “Proficient” criteria and uses specific and relevant examples to support the choice in evaluation | Develops an evaluation that will assess the program to determine if it improved awareness to the at-risk population | Develops an evaluation that will assess the program, but the evaluation does not determine if the program improved awareness to the at-risk population | Does not develop an evaluation of success | 10 |
| Articulation of Response | Submission is free of errors related to grammar, spelling, and syntax | Submission has no major errors related to grammar, spelling, syntax, or organization | Submission has major errors related to grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas | Submission has critical errors related to grammar, spelling, syntax, or organization that prevent understanding of ideas | 5 |
| Total | 100% | ||||
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